Biblio

Goos, M., Soury-Lavergne S., Assude T., Brown J., Kong C. Ming, Glover D., et al. (2010).  Teachers and teaching: Theoretical perspectives and issues concerning classroom implementation. Mathematics education and technology-rethinking the terrain. 311-328.

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Clément, P.., Castéra J.., Laurent C.., Caravita S., Rauma-Kosonen A.. L., Varga A.., et al. (2010).  Teachers’ conceptions on environment and GMO in twelve European countries. (Dolinšek, S.., & Lyons T.., Ed.).Socio-cultural and Human Values in Science and Technology Education. Proceedings of the XIV Symposium of the International Organization for Science and Technology Education (IOSTE).. 1418-1421.

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Ginestié, J. (2009).  Thinking about Technology Education in France: A brief overview and some aspects of investigations. (Alister, J. T., & De Vries M., Ed.).International Handbook of research and development in technology education. 31-40.

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Ginestié, J. (2009).  Training Technology Teachers in Europe: Putting the Bologna process into action. (Alister, J. T., & De Vries M., Ed.).International Handbook of research and development in technology education. 569-580.

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Castéra, J.., & Clément P.. (2013).  Teachers’ conceptions of biological determinism in five countries: Denmark, Estonia, Finland, France and Italy. ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning.

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Gericke, N., Clément P.., Ewen B. Mc, Hagman M., Landström J., Nyberg E., et al. (2013).  Teachers' understanding of genetic determinism: A comparative study between Sweden and France. ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning. https://www.esera2013.org.cy/proposal-view.2/?abstractid=774.

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Givry, D., & Pantidos P. (2012).  Toward a Multimodal Approach of Science Teaching. COLLOQUE SIEST MEDITERRANEE TUNIS 2012 Dispositifs, démarches, apprentissage dans l’Enseignement des sciences et technologies. 17, 123-130.

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Ginestié, J. (2010).  Training teachers at Aix-Marseille University. (Bousquet, G., Ed.).Bilateral seminar for educational investigations.

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Terrien, P.. (0).  Transposition didactique et matrice disciplinaire en didactique instrumentale. Haute Ecole de Musique de Lausanne, 21, 22 et 23 janvier 2013..

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Ginestié, J. (2011).  Technology education, French specificities and universal questions. (Ginner, T., Ed.).Technology education, future and perspectives.

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Aravecchia, L., & Montel L. (2009).  TERECoP project: the French experiment. (University, A., Ed.).

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Barthes, A.., Ladage C., Jeziorski A., Champollion P.., Legardez A., Fauguet J.-L.., et al. (2010).  Theoretical reflections about education for sustainable develpment concept: Cultural and territorial imensions as social innovations. European network of Territorial Intelligence.

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Alpe, Y., Barthes A.., Champollion P.., Fauguet J.-L.., & Jeziorski A. (2010).  Theoretical reflexions about education fos sustainable development concept: cultural and territorial dimmensions as social innovations. 9th international conference of territorial intelligence, ENTI.

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Ginestié, J. (2011).  Training teachers in France within the LMD structure. (Bousquet, G., Ed.).International seminar on education.

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Félix, M-C., & Espinassy L.. (2011).  Transformaçao de resultados de pesquisa em recursos para formaçao. (paulo, P. Univesidad, Ed.).

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Terrien, P.. (2013).  Transmettre un chant de l’auralité à l’oralité. Transmettre, Conservatoire national des arts et métiers (CNAM) .. 17.

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Castéra, J.., & Clément P.. (2014).  Teachers’ conceptions about the genetic determinism of human behaviour: A survey in 23 countries. Science & Education. 23, 417-443.

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Quinn, F., Castéra J.., & Clément P.. (2015).  Teachers’ conceptions of the environment: anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature. Environmental Education Research. 1-25.

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Nze, J. Sylvain Be, & Ginestié J. (2012).  Technical and vocational teaching and training in Gabon: how future teachers build their vocational identity?. International Journal of Technology and Design Education. 22, 399-416.

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Assude, T., Coppé S., & Pressiat A. (2012).  Tendances de l'enseignement de l'algèbre élémentaire au collège: atomisation et réduction. Recherche en didactique des mathématiquesRecherche en didactique des mathématiques. N° Spécial Hors Série, 41-62.

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Froment, P. (2014).  Territoires et mobilités des entreprises italiennes du système mode. Entreprises et histoire. 74, 22-36.

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Saliba, M-T., Naim O., Ginestié J., & Nonnon P. (2012).  TIC et enseignement de la Chimie : au-delà des discours, quels dispositifs d’enseignement pour quels apprentissages?. Review of science, mathematics and ICT education. 6, 17-40.

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Givry, D., & Roth W-M. (2006).  Toward a new idea of conceptions and conceptual change: the interplay of talk, gestures, and semiotic resources in the setting. Journal of Research in Science TeachingJournal of Research in Science Teaching. 43, 1086-1109.

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Enea-Drapeau, C., Carlier M., & Huguet P. (2012).  Tracking subtle stereotypes of children with trisomy 21: from facial-feature-based to implicit stereotyping. PLoS ONEPLoS ONE. 7(4), e34369.

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Olympio, N.. (2011).  Trajectoires de formation et d’emploi: une comparaison France-Suisse Comité d’exploitation DEPP-EVA, INSEE, Paris. .

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